Tag: online teaching strategies

Student Video Assignments

by Feb 05, 2018

In our recent blog entry Make It Stick!, we discussed strategies for helping students move newly learned information into long-term memory. Of the strategies discussed, Practice Getting It Out vs. Getting It In stands out as an opportunity not only for students to generate knowledge by teaching concepts to peers that demonstrate their understanding of learned content, but also as a vehicle for creating variety in the types of assignments we design. In a typical course design, faculty will have their students participate in traditional assignments, which can include quizzes, paper writing, and discussions, to demonstrate their knowledge of concepts,

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Focus on Teaching and Learning Highlights Active Learning

by Jan 29, 2018

Several members of the Distance Learning Team at Northwestern’s School of Professional Studies attended Loyola’s Focus on Teaching and Learning (FOTL), a one day conference on January 10, 2018 at Schreiber Hall in Chicago. The Keynote address, delivered by Dr. Therese Hutton of Seattle University, was entitled, “If I Could Only Fit in More Learning:” Making the Most of Your Classroom Time. According to Dr. Hutton, teaching is akin to storytelling in many ways, and the traditional lecture, whether online or on-ground, is often more storytelling than lecture. In fact, according to Hutton, lectures have been making something of a

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Involving Teaching Assistants in the Online Classroom

by Jan 22, 2018

Introduction Have you been thinking about involving a teaching assistant (TA) in your online course? TAs are a great way to provide supplemental instruction opportunities for students, as well as help instructors manage a demanding online class. Take it from me–I’ve been a TA in an online course! With a little creativity and trust, we can be involved in most components of online courses to your benefit and ours. Start with the Pragmatics Once you’ve identified a TA for your online course, talk through the pragmatics, the way you might with a TA in a face-to-face course. Meet before the

Reflections on the Loyola University Chicago Focus on Teaching and Learning Conference

by , Sep 25, 2017

Introduction Twice a year, the Faculty Center for Ignatian Pedagogy at Loyola University Chicago (LUC) holds a Focus on Teaching and Learning conference where faculty and staff gather to share innovative teaching strategies and case studies. The goal of the event is to “contribute to a faculty and staff life that involves active scholarship, candid and vibrant collaboration, and innovative activities that reflect the University’s mission.” A cadre of representatives from the Distance Learning team–Learning Designer Jessica Mansbach, Information Design and Strategy faculty member David Noffs, and Learning Designer Krissy Wilson–headed up to Loyola’s Lake Shore campus in Rogers Park

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How Does the Writing Place Serve Distance Learning Students?

by Sep 11, 2017

Introduction By day, I’m a Learning Designer in the School of Professional Studies. When I meet with faculty members who are designing or revising online courses, I often advocate for the needs of online students, saying, “Online students prefer X,” or “Online students need Y.” But wait, how do I know what students want or need if I’m not in a teaching role? Sure, there are research-based standards like Quality Matters, but I wanted to interface with adult and distance learning students directly and ask them those questions. What do you prefer? What do you need? So by night, I’m

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